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Using Eye-Tracking to Assess the Application of Divisibility Rules

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Using Eye-Tracking to Assess the Application of Divisibility Rules Using Eye-Tracking to Assess the Application of Divisibility Rules when Dividing a Multi-Digit Dividend by a Single Digit Divisor Pieter Potgieter Pieter Blignaut Central University of Technology, Free State University of the Free State South Africa South Africa [email protected] [email protected] ABSTRACT 1 INTRODUCTION The Department of Basic Education in South Africa has identified In 2013 and 2014, around 7 million learners of South Africa from certain problem areas in Mathematics of which the factorisation of Grade 1 to Grade 6 and Grade 9 took part in the Annual National numbers was specifically identified as a problem area for Grade 9 Assessments (ANA) [1, 2] Only 3% of Grade 9 learners achieved learners. The building blocks for factorisation should already have more than 50% in Mathematics. The Department of Basic Education been established in Grades 4, 5 and 6. Knowing the divisibility rules, [3, 4] has, through the ANAs, identified certain problem areas of will assist learners to simplify mathematical calculations such as which the factorisation of numbers was specifically identified as a factorisation of numbers, manipulating fractions and determining if problem area for Grade 9 learners. It is expected that the building a given number is a prime number. When a learner has to indicate, blocks for factorisation should already have been established in by only giving the answer, if a dividend is divisible by a certain Grades 4, 5 and 6 and related questions appeared in the ANA papers single digit divisor, the teacher has no insight in the learner’s for these grades. reasoning. If the answer is correct, the teacher does not know if the Knowing the divisibility rules (Table 1) would enable learners to learner guessed the answer or applied the divisibility rule correctly quickly determine if a number, referred to as the dividend, is or incorrectly. divisible by a specific single digit divisor without having to do long A pre-post experiment design was used to investigate the effect calculations. Evidence of formal instructions to apply divisibility of revision on the difference in gaze behaviour of learners before rules for divisors 2 to 12 was found in the workbook for Grade 5 to and after revision of divisibility rules. The gaze behaviour was Grade 7 learners [5-7], but despite this early exposure, the fact that analysed before they respond to a question on divisibility. Grade 9 learners lack the ability to do factorisation, is concerning. It is suggested that if teachers have access to learners’ answers, motivations and gaze behaviour, they can identify if learners (i) Table 1: Divisibility rules guessed the answers, (ii) applied the divisibility rules correctly, (iii) applied the divisibility rules correctly but made mental calculation Divisor Rule errors, or (iv) applied the divisibility rules wrongly. 2 The last digit must be even. 3 The sum of the digits must be divisible by 3. The number formed by the last two digits must be CCS CONCEPTS 4 divisible by 4. • Computing methodologies → Tracking; Activity recognition 5 The last digit must be 0 or 5. and understanding • Information systems → Relevance The number must be divisible by both 2 and 3 6 assessment • Social and professional topics → Student according to the above-mentioned rules. The number formed by the last three digits must be assessment 8 divisible by 8. KEYWORDS 9 The sum of all the digits must be divisible by 9. Divisibility rules, eye-tracking, Mathematics The most basic formats of assessment consist of multiple choice ACM Reference format: and true/false questions [8]. When a learner has to indicate if a P.H. Potgieter and P.J. Blignaut. 2017. Using Eye-Tracking to Assess the dividend is divisible by a certain single digit divisor by only Application of Divisibility Rules when Dividing a Multi-Digit Dividend by a answering true or false, the teacher has no insight in the learner’s Single Digit Divisor. In Proceedings of SAICSIT ’17, Thaba Nchu, South Africa, reasoning. If the answer is correct, the teacher does not know if the September 26–28, 2017, 10 pages. DOI: 10.1145/3129416.3129427 learner guessed the answer or applied the divisibility rule correctly. Permission to make digital or hard copies of all or part of this work for personal or This study makes use of eye-tracking technology to observe classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation learners’ gaze behaviour while they are applying the divisibility on the first page. Copyrights for components of this work owned by others than ACM rules. The research question that will be addressed is if it is possible must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, that learners’ gaze behaviour can indicate whether they applied the to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]. divisibility rules correctly when they correctly indicated if a SAICSIT '17, September 26–28, 2017, Thaba Nchu, South Africa dividend is divisible by a specific single digit divisor. © 2017 ACM. 978-1-4503-5250-5/17/09. $15.00 https://doi.org/10.1145/3129416.3129427 SAICSIT 2017, September 2017, Thaba 'Nchu, South Africa P.H. Potgieter & P.J. Blignaut The rationale of the study will be provided in the following 2.4 True/false questions section. Thereafter, previous attempts where eye-tracking was The probability of guessed answers for true/false questions is high used to analyse gaze behaviour while participants solve [21, 22]. The credibility of true/false questions can be improved by mathematical problems, will be discussed. This will be followed by asking learners to provide reasons for their answers [8]. However, the experimental details. The results will refer to the the effect of when learners are expected to provide a reason for an answer, they grade, revision and divisor on the percentage of fixation time per may have difficulty in expressing how they reached a specific digit as well as the gaze behaviour of learners who provide incorrect answer [23]. Each class has its “Lucky Larry”, who manages to get answers. The minimum attention required per digit per divisor will the correct answer from incorrect reasoning [24]. Learners want to be investigated and some conclusions will be made. provide satisfactory answers to questions and they will often act as if they know the correct strategy – although there is no evidence 2 RATIONALE OF THE STUDY that they are aware of it [25]. In other words, learners may seem Performing division can be time consuming and complex. If, confident about their reasoning even though the reasoning is however, the quotients or remainders are not required, divisibility incorrect [26, 27]. The use of certain strategies indicates the rules can be used to determine if one integer is divisible by another understanding of mathematical concepts and learners should have [9]. “a divides b if and only if a is a factor of b. When a divides b, the ability to recognise where and when specific strategies could be we can also say that a is a divisor of b, a is a factor of b, b is a used to simplify processing of a problem [28]. Teachers cannot multiple of a, and b is divisible by a” [10]. Divisibility rules present identify the incorrect application of a divisibility rule if the correct a short way of determining whether a divides b without actually answer and motivation were provided. performing the division. 3 GAZE BEHAVIOUR 2.1 Basic background Eye movements reveal detailed information on the procedure of Rules can be used for problem solving, but it must be applied with how a learner approaches a problem and how the learner reaches understanding [11]. The concepts of division and divisibility are the solution to the problem [29]. Since most eye-tracking systems important factors that help learners move from Arithmetic to make use of infrared illumination that is invisible to the eye and Algebra [12]. does not distract or annoy the user [30], eye-tracking can be used Knowledge of the divisibility rules can make life easier for as a non-intrusive technology to investigate learners’ gaze learners in various application areas. Some of these areas include behaviour [31] while they are doing Mathematics. finding factors of a dividend, determining if a dividend is a prime number, calculating factor pairs of a dividend, simplifying fractions 3.1 Fixations and calculating the lowest common multiple and least common A fixation is defined as the maintaining of the visual gaze on a single denominator of two dividends. location, and a saccade is a quick motion of the eye from one 2.2 Teaching fixation to another [32]. The duration of a fixation is at least 100 to 150 milliseconds and a fixation represents the gaze on an attention The teachers’ role is to transfer knowledge and mathematical rules area [30]. As such, eye-tracking can be used to inspect participants’ to learners [13] and provide guidance that encourage learners to distribution of visual attention while they are solving problems express themselves and improve their reasoning skills [14-16]. [29]. Eye-tracking can thus also reveal which areas participants are Teachers can determine if learners grasped certain concepts and are not inspecting [33]. The correct patterns of gaze behaviour could be in a position to decide when to intervene if learners struggle with associated with learners who possess solid factual knowledge of a specific concepts [17]. Learners’ understandings of mathematical problem [34].
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